Students with chronic illness may disengage from school, adversely affecting their school outcomes. Positive education targets students' social-emotional well-being (school well-being), which can increase engagement with school. We compared the relationship among positive educational practices, school well-being, and engagement with school as reported by parents of students with and without chronic illness. We used a convergent mixed-methods cross-sectional design. We collected data from 215 parents of school-age children with chronic illness and 212 parents of children without chronic illness. Data assessed positive educational practices, school well-being, and engagement with school, which we analyzed using regression and structural equation models. Forty-nine parents of students with chronic illness completed a telephone interview about their child's school experiences, which we analyzed using content analysis. School well-being was significantly lower among students with chronic illness, compared with students without chronic illness (p = .05). Higher student well-being (p ≤ .001) and higher levels of positive educational practices (p = .002) were associated with higher engagement with school. School well-being mediated the relationship between positive educational practices and engagement with school for students with chronic illness but not students without chronic illness. Parents of children with chronic illness described how positive educational practices and their child's school well-being promoted their child's engagement with school. Parents also reported the negative consequences of low school well-being. Positive educational practices alone may not be sufficient to increase engagement with school in students with low school well-being. Combined preventative and early intervention psychosocial support may best promote engagement with school in students with chronic illness. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

中文翻译：

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通过积极的教育促进慢性病学生的学校参与：一项混合方法比较研究。

患有慢性疾病的学生可能会脱离学校，对他们的学业产生不利影响。积极教育的目标是学生的社会情感幸福感（学校幸福感），这可以增加学校的参与度。我们比较了有和没有慢性病的学生的父母所报告的积极教育实践，学校福祉和参与学校之间的关系。我们使用了收敛的混合方法横截面设计。我们收集了215名学龄期慢性病患儿父母和212名非慢性病患儿父母的数据。数据评估了积极的教育实践，学校的幸福感以及与学校的互动，我们使用回归和结构方程模型进行了分析。四十九名患有慢性病的学生的父母完成了有关孩子上学经历的电话采访，我们使用内容分析法对其进行了分析。与没有慢性病的学生相比，患有慢性病的学生的学校生活水平明显较低（p = .05）。较高的学生幸福感（p≤.001）和较高水平的积极教育实践（p = .002）与学校参与度更高有关。学校的福祉为患有慢性病的学生（而不是没有慢性病的学生）介导了积极的教育实践与参与学校之间的关系。患有慢性疾病的孩子的父母描述了积极的教育习惯和孩子的学校幸福感如何促进孩子的学校参与度。父母们还报告了低学业带来的负面影响。单靠积极的教育做法可能不足以增加低学业学生的入学率。预防和早期干预相结合的社会心理支持可以最好地促进患有慢性疾病的学生与学校的互动。（PsycINFO数据库记录（c）2019 APA，保留所有权利）。